Online Resources for Education IUCEE Leadership Summit July 2017, - - PowerPoint PPT Presentation

Online Resources for Education

IUCEE Leadership Summit July 2017, Goa, India

Outline

 Introduction  Clickers and Embedded Questions  Online Interactive Experiments  Online interactive electronic Texts  Flipped Classroom  Remote Laboratories  Faculty development  Conclusion  Questions and Answers

Harnessing the Power of Technology in Education

 Traditional– Teacher lecturing students in a classroom  19th century - “Cyclostyle”  1920s on-air “classes”  1930s Overhead projector  1940s Video tapes  1960s Photocopiers  1970s calculators, computers  1980s Portable computers  1990s Internet – world wide web, smartphones  2000s Writable tablets, Internet resources, and hardware  2010– explosion of Internet resources and hardware  Future ?

Ref: http://online.purdue.edu/ldt/learning-design-technology/resources/evolution-technology- classroom

I talk and you listen and take notes.

Traditional Delivery of an Engineering Course

“iGen” Students and Online Technology

 Born mid 1990s and later: iGen  Born late 70’s to mid 90’s: Millennials  Born early sixties to late70’s: Gen X  born before early sixties: Baby Boomers or

Traditionalists or Silent Generation or simply, Dinosaurs!

Comparison of attitudes of Gen Boomers and “iGen” Students

Revised edition September 2014 About the Millennials

This slide is used with permission from Dr. Twenge

Are you above average?

10 20 30 40 50 60 70 80 90

1966 2015

Percentage above average

Self-confidence (intellectual) Self-confidence (social) Drive to achieve Leadership ability Public speaking ability Writing ability Math ability Artistic ability Academic ability

Boomers iGen

Twenge, Campbell, & Gentile, 2012, Self & Identity; Generation Me; iGen

This slide is used with permission from Dr. Twenge

Changes in grades and study time

15 20 25 30 35 40 1970s (Boomers) 2010s (iGen) Percentage

A average 10+ hrs homework

Nationally representative sample of 12th graders

Twenge, Campbell, & Gentile, 2012, Self & Identity; Generation Me; iGen

This slide is used with permission from Dr. Twenge

Expectations

10 20 30 40 50 60 70 1976 (Boomers) 2014 (iGen) Percenage

Grad school expect Grad school actual Professional expect Professional actual

Nationally representative sample of 12th graders

Reynolds et al., 2006; Generation Me; iGen

This slide is used with permission from Dr. Twenge

Commonly used technology resources in today’s classrooms

 Learning Management Systems (LMS’s)  Emails, Posting syllabi, calendars,

assignments, information, grades, etc.

 Collecting assignments  Internet surfing for information, searches,

current status (“Google Scholar”)

 Lecture capture and delivery

Commonly used technology resources in today’s classrooms….continued

 Lecture capture and delivery

 Live class recording, equipment, iClickers, and

• ther and strategies

 Live broadcast via internet (synchronous)  Asynchronous or on demand delivery and

data collection (timing, feedback to questions)

 MOOCs

General Tips

for using online resources

 Hardware/Software/Internet  Use  Applicability  Most important: adapting and adopting  We need to use students’ “language”  “talk the talk” and “walk the walk”

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions

Question 2

 How well the members of audience in our

class are familiar with “clicker technology”, so let’s find out

Example Question

How well are the members in audience familiar with “clicker technology? Clicker is a device which:

• A. makes clicking sound
• B. is an electronic device used to record a

student’s response

• C. is an electronic device that vibrates to awake

sleeping students

• D. is used to keep evil elements away
• E. is something I have no idea about

Example question:

In the current context, a clicker is a device which:

• A. makes clicking sound
• B. is an electronic device which is used to

record a student’s response

• C. is an electronic device which vibrates to awake

sleeping students

• D. is used to keep evil elements away
• E. is something I have no idea about

What are “clickers”

 A technology to engage all students in

class

 Handheld wireless devices to transmit

student responses to a receiver

 One pre-registered clicker per student  Typically, student respond by selecting one

• ut of several choices

 Instant cumulative feedback is available to

the presenter

Challenges Addressed

For students:

 Keep them engaged – a major challenge with current

students who can access the world with their mobile phones!

 Make them feel actively involved

For instructors:

 Assess their background  Check if most of them understand the lecture topic (Do I

need to explain in some other way?)

 Review the topics at the end of lecture

If the response is….

Employing clicker-like technique in online lectures – we call it “embedded” questions

 Embedded Questions: Inserted in Video Lectures to track and

record student interactions; questions pop up without warning

 Data collected online  Identified by the student’s email address to track and record

the interactions

Cost

 iClicker technology can be expensive  However, good alternatives are available

Clicker alternatives

A “free” version of this technique..

 Is available as “polleverywhere” app and at

least three other similar apps

 https://www.polleverywhere.com/  Works on mobile smart phones  Needs some initial learning – like any other

technique

 Great for simple questions

To summarize: Clickers in Live Class and Embedded Questions in Video Lectures

 Keeps students engaged  Makes them feel participated  Can be used to check attendance  We highly recommend this practice to

engineering educators

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions  Online Interactive Experiments

Challenges Addressed

For students:

 Understanding fundamental concepts through a practical

example For instructors:

 Bringing the experiments to the lectures – can’t afford labs

for so many students, and there is no time for a separate lab course!

Examples

 Example: Concept of conservation of mass

applied to flow of water in a pipe Ref: https://phet.colorado.edu/

 Ohm’s Law

https://phet.colorado.edu/sims/html/ohms- law/latest/ohms-law_en.html

 Wave on a string

https://phet.colorado.edu/sims/html/wave-on- a-string/latest/wave-on-a-string_en.html

Poll question 3:

Have you used such interactive experiment in your lecture before?

• A. Yes
• B. No, because I was not aware of such

techniques.

• C. No, because we do not have adequate

equipment (such as Internet access or computer graphics, etc.)

• D. No, because I do not think it is useful
• E. No, because I did not think of it/Other

To summarize: There is a wealth of open, online experimental demos that can do a wonderful job of supplementing our lectures

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions  Online Interactive Experiments  Online interactive electronic Texts

Electronic Textbooks

 Not just a pdf copy posted online  Encourages reading  Highly interactive  Great assessment tool

Other resources with interactive electronic text

 Making quizzes with question banks and

algorithmic questions

 Homework assignments  Student performance reports  Setting up time windows  ….

In Summary

 Interactive electronic text is relatively a

new and very powerful resource

 Available in not many topics  Expensive  In my course, it costs $100 per student

(as opposed to $250 for a hardbound copy)

 Trend for the future  Anyone uses this technology?

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions  Online Interactive Experiments  Online interactive electronic Texts  Flipped Classroom

What is “flipping a classroom”?

(from our Reading Assignment 5 by Velegol, et al.)



A flipped, or inverted, classroom is where, first, the technical content is delivered via online videos before class. Students then come to class prepared to actively apply this knowledge to solve problems or do other activities.

Example from my class:

Topic: Conditions for boiling water and phases of water

 Water boils at 100 deg C – always? Or, does it

depend on other quantities, like pressure, density, etc.?

 Where do you begin to look it up in the hundreds

• f pages of property data tables?

Poll question 4 coming up

 First I would start with asking a teaser

question before explain the theory based

• n an observation………

Poll question 4:

Water boils on Mount Everest at a temperature____ A. greater than 100 deg C because it is too cold up there B.

• f 100 deg C, because it is the boiling point

C. less than 100 deg C because pressure is too low there D. that depends on what device you use to boil it E. …. I have no idea

Poll question 4:

Water boils on Mount Everest at a temperature____ A. greater than 100 deg C because it is too cold up there B.

• f 100 deg C, because it is the boiling point

C. less than 100 deg C because pressure is too low there D. that depends on what device you use to boil it E. …. I have no idea

Thermodynamic Property Data Tables

My experience in flipping the classroom

 Lecture on video  In-class session with teaching assistants  Example

Can I make water boil in this classroom, at 25 C?

Does “flipping a classroom” work?

 Widespread support, but some question it  Other implications: Is there heavier

workload for instructor? For students? Do we need balance?

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions  Online Interactive Experiments  Online interactive electronic Texts  Flipped Classroom  Remote Laboratories

Remote Laboratories

 Current technology  Labs are setup at a location by a provider  Students access it remotely and conduct

experiments

 Software available with cloud computing  Can be scheduled 24/7 by students in

different parts of the world

 Multiple lab stations in multiple

locations/countries

Remote Laboratories

Photos used with permission from Electorno of Bangalore, India;

• Mr. Kalyan, CEO

Remote Laboratories

Photos used with permission from Electorno of Bangalore, India; Mr. Kalyan, CEO

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions  Online Interactive Experiments  Online interactive electronic Texts  Flipped Classroom  Remote Laboratories  Faculty development

Resident Course

• 1. Lectures
• 2. Homework
• 3. Paper based exams
• 4. Campus email

Number of Elements in Course Models

Blended Course

1. Resident lectures (live streamed) 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 10. Interactive visuals during lectures 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 10. Interactive visuals during lectures 11. Annotated visuals during lectures 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 10. Interactive visuals during lectures 11. Annotated visuals during lectures 12. Video demonstration vignettes 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 10. Interactive visuals during lectures 11. Annotated visuals during lectures 12. Video demonstration vignettes 13. Online lab activities 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 10. Interactive visuals during lectures 11. Annotated visuals during lectures 12. Video demonstration vignettes 13. Online lab activities 14. Virtual instruments for labs 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 10. Interactive visuals during lectures 11. Annotated visuals during lectures 12. Video demonstration vignettes 13. Online lab activities 14. Virtual instruments for labs 15. Remote access to engineering labs 1. Resident lectures (live streamed) 2. On-demand lectures (recorded) 3. Online textbooks and readings 4. Online homework and exams 5. Student email, chat, and Skype 6. Course web site in LMS 7. Online gradebook in LMS 8. Improved content organization 9. Live video chat exam reviews 10. Interactive visuals during lectures 11. Annotated visuals during lectures 12. Video demonstration vignettes 13. Online lab activities 14. Virtual instruments for labs 15. Remote access to engineering labs 16. Lecture recording for travel away

Number of Elements in Course Models

Resident Course Blended Course Faculty Development

Number of Elements in Course Models

Development Team

Instructor Instructional Designer Media Specialist Graphic Artist Web Specialist Course

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions  Online Interactive Experiments  Online interactive electronic Texts  Flipped Classroom  Remote Laboratories  Faculty development  Conclusion

In Conclusion….

We looked at several aspects and techniques regarding online resources for education:

 1 Clickers and Embedded Questions  2 Online Interactive Experiments  3 Online interactive electronic Texts  4 Flipped Classroom  5 Remote Laboratories  6 Faculty development

Conclusion .. continued

 Online Resources provide us, the teachers

and students, great means for making the modern teaching-learning process more efficient,

 And yet, many of us are reluctant to use

those for various reasons..

 So, my recommendation is

My recommendation:

 Try it yourself with selective few topics  Tweak your technique to include other

versions

 Initially there may be heavier workload,

but push through

 Then judge yourself!

Advice for the educators and students

 “Believe not because some old manuscripts are

produced, believe not because it is your national belief, because you have been made to believe it from your childhood; but reason it all out, and after you have analysed it, then, if you find that it will do good to one and all, believe it, live up to it, and help others to live up to it.” ― Swami Vivekananda

Corollary..

 Don’t reject the wealth of online resources

in engineering education just because it is not supported in old texts, or because your teachers did not use it, or others around you don’t endorse it; but rather, learn it, try it out, and after you have checked it out, then, if you find that it will do good to your students, believe in it, live up to it, and help

• thers to live up to it!

Thank you!

“iGen” Students and Online Technology

 iGen or Gen Z or Centennials: Born 1996

and later

 Millennials or Gen Y: 1977 - 1995  Generation X: 1965 - 1976  Baby Boomers: 1946 - 1964  Traditionalists or Silent Generation: Born

1945 and before

Cost

 iClicker technology can be expensive  However, good alternatives are available

Cost

Cost

Are you above average?

 American Freshman Survey: Nationally

representative sample of entering college students, 1966-2015

 N = 9 million  Everyone is the same age, but different points in

historical time. Any differences due to generation, NOT age.

 “Rate yourself on each of the following traits as

compared with the average person your age.”

• Highest 10%
• Above Average
• Average
• Below Average
• Lowest 10%

Twenge, Campbell, & Gentile, 2012, Self & Identity; Generation Me; iGen

This slide is used with permission from Dr. Twenge

Outline

 Introduction  Commonly used technology resources in today’s

classrooms

 Clickers and Embedded Questions  Online Interactive Experiments  Online interactive electronic Texts  Flipped Classroom  Remote Laboratories  Faculty development  Conclusion  Questions and Answers